CAJ | 학술논문

在异域人士看来，晚清教育不仅观念陈旧，而且在内容与方法上存在严重问题。观念陈旧体现在将教育定位成维持社会秩序的一种手段，过度强调教育的功利性而忽视教育的自身价值；内容问题体现在古典教育占据了教育的绝大部分内容，鲜有科学教育的成分；方法问题体现在念、背、打等灌输法而非启发法依然是教育中主导方法。其结果使教育也使得教育所培养的人仅能成为现存社会的被动适应者，不能成为社会发展的推动者或引领者，这是中国教育乃至社会难以实现新陈代谢的主要原因。
재이역인사간래，만청교육불부관념진구，이차재내용여방법상존재엄중문제。관념진구체현재장교육정위성유지사회질서적일충수단，과도강조교육적공리성이홀시교육적자신개치；내용문제체현재고전교육점거료교육적절대부분내용，선유과학교육적성분；방법문제체현재념、배、타등관수법이비계발법의연시교육중주도방법。기결과사교육야사득교육소배양적인부능성위현존사회적피동괄응자，불능성위사회발전적추동자혹인령자，저시중국교육내지사회난이실현신진대사적주요원인。
In the eyes of foreigners , there were serious problems in education in the late Qing Dynasty , which manifested not only in the concepts on education , but also in contents and teaching methods as well . As for outdated concepts , education was regarded as a part of politics , overemphasized the utility of education ,and ignored the self‐value of education . As for contents ,classics education occupied major position with little science education . As for teaching methods , they were mainly characterized by teacher‐centered instilling and indoctrinating students with monotonous reading , punishment , and rote memorization ,etc .All of the problems resulted in the fact that educated people were reduced to becoming passive followers , rather than facilitators or leaders to prompt the social development , which heavily hindered the progress and innovation of Chinese education and society .